This paper aims to examine how the pedagogical practice in teacher education is structured, transmitted and acquired. The attempt is to understand how outer limits and inner constraints of pedagogic communication shape student teacher by generating, distributing and reproducing legitimate meanings about teaching and learning of mathematics. The main interest is to understand the modality of teacher education and what teacher repertoires this pedagogic discourse transmits to student teachers by teachers educators, and how they are acquired by the students. The empirical material is drawn from an ethnographic study where a group of students were followed one term during a mathematic course. The material discussed here, represents observations from different teaching-learning environments, lectures and lab work where students work with computers, and also interviews. By analyzing lectures and lab work in terms of there social processes different pedagogical discourses appeared. Pedagogical discourse is in line with Bernstein taken to refer to the embedding of two discourses, the instructional (skills of different kind), within the regulative (social order) discourse. Bernstein*s concepts of code and the modalities of pedagogic transmission and acquisition are used as a theoretical point of departure for the analysis in order to understand how different pedagogical discourses influence the formation of teacher students* construction of meaning (Bernstein, 2000, 2003; Bernstein, Dahlberg, & Lundgren, 1983; Daniels, 2001). Code is defined as a regulator between categories of discourses, and through those relationships, a regulator of relations within a discourse, that selects and integrates relevant meanings that are tacitly acquired. Relationships between discourses, defined as the degree of insulation between categories of discourses, are defined as varying strengths of classification. Strong classification means strong insulation between discourses and regulates the power and the position of the discourse and provides recognition rules for teachers and students in a teaching-learning environment. Relationships within a discourse are defined as framing and refer to the rules of the pedagogic communication that provides the realisation rules for the production of messages. Varying strengths of classification and framing generate different modalities of the pedagogical discourses and can be viewed upon as variations of educational power in the processes through which legitimate meanings are generated, distributed and reproduced. These relations of power could be used to understand how reproduction and legitimating of meanings about teaching and learning in mathematics are acquired by student teachers (Beach, 1997; Bernstein, 2003).

Ethnographic methods including observational fieldwork, and interviews were used. Ethnography is grounded in participation in the context of social action and involves the study of and involvement with people in their everyday activities. The empirical material in this study was drawn from first-hand experience on the basis of participant observation in the social setting consisted of teacher-learning environments in the frame of a mathematical course in teacher education. Data was collected using field notes in combination with the use of digital sound recorder and digital video recorder. Interviews were conducted in order to gain deeper understanding of social life and personal experiences. The ambition with the study was to listen to, take part in and in others ways observe and becoming involved with the 'structuration' of the learning environment of mathematics education generally, and the learning processes of computer integrated mathematics education in particular.

Of interest in this study is the nature of the message carried within the pedagogical discourse of teacher education. Teacher education pedagogic discourse entails according to Bernstein a double embedding, in common with any pedagogical discourse, the instructional, within the regulative discourse, but also the embedding of a specific discourse called professional subjects (Bernstein, 2003; Ensor, 2004). The boundaries between different teaching-learning environments in terms of specialization defined as the degree of classification and framing, presupposes relations of power which is used here in the attempt to try to understand how the nature of the message containing legitimate meanings about teaching and learning in mathematics are acquired by student teachers (Bernstein, 2003). In my study different modality of classification and framing between teaching-learning environments seems to reproduce traditional ways of teaching and learning mathematics which in this case also affects students acceptance of teaching and learning with ICT.